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Conference Paper: The impact of evidence-based professional development on classroom dynamics
| Title | The impact of evidence-based professional development on classroom dynamics |
|---|---|
| Authors | |
| Issue Date | 2018 |
| Citation | Proceedings of International Conference of the Learning Sciences Icls, 2018, v. 3, n. 2018-June, p. 1769-1770 How to Cite? |
| Abstract | Evidence-based data use in teacher professional development (PD) programs has been proposed as an effective way for supporting teacher learning and reflection. However, few studies provided empirical evidences on its impact on teachers’ and students’ classroom behaviour across PD sessions. This paper reports the findings of how a video-based mathematics teacher PD program, in which teachers reflected on self-captured videos supported by Classroom Discourse Analyzer (CDA), influenced the teacher and students’ classroom engagement over time. |
| Persistent Identifier | http://hdl.handle.net/10722/367228 |
| ISSN | 2020 SCImago Journal Rankings: 0.199 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Chen, Gaowei | - |
| dc.contributor.author | Chan, Carol K.K. | - |
| dc.contributor.author | Yu, Jinjian | - |
| dc.contributor.author | Hu, Liru | - |
| dc.contributor.author | Clarke, Sherice N. | - |
| dc.contributor.author | Resnick, Lauren B. | - |
| dc.date.accessioned | 2025-12-08T02:00:41Z | - |
| dc.date.available | 2025-12-08T02:00:41Z | - |
| dc.date.issued | 2018 | - |
| dc.identifier.citation | Proceedings of International Conference of the Learning Sciences Icls, 2018, v. 3, n. 2018-June, p. 1769-1770 | - |
| dc.identifier.issn | 1814-9316 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/367228 | - |
| dc.description.abstract | Evidence-based data use in teacher professional development (PD) programs has been proposed as an effective way for supporting teacher learning and reflection. However, few studies provided empirical evidences on its impact on teachers’ and students’ classroom behaviour across PD sessions. This paper reports the findings of how a video-based mathematics teacher PD program, in which teachers reflected on self-captured videos supported by Classroom Discourse Analyzer (CDA), influenced the teacher and students’ classroom engagement over time. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Proceedings of International Conference of the Learning Sciences Icls | - |
| dc.title | The impact of evidence-based professional development on classroom dynamics | - |
| dc.type | Conference_Paper | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.scopus | eid_2-s2.0-85053846821 | - |
| dc.identifier.volume | 3 | - |
| dc.identifier.issue | 2018-June | - |
| dc.identifier.spage | 1769 | - |
| dc.identifier.epage | 1770 | - |